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Using games and mixed reality for understanding and communicating complex ideas: technical approaches and challenges

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Presentation used for talk at TU Graz - Graz University of Technology, on April 1st, 2019.

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Using games and mixed reality for understanding and communicating complex ideas: technical approaches and challenges

  1. 1. Using games and mixed reality for understanding and communicating complex ideas: technical approaches and challenges Leonel Morgado Leonel.Morgado@uab.pt April 1st, 2019
  2. 2. Understanding and Communicating Complex Ideas
  3. 3. Let us go back to the distant past... …I’ll show ye things that ceased to be…
  4. 4. This still exists: Panóias, Portugal.
  5. 5. …but of these, only 2 remain in today’s games. 1985
  6. 6. Instruction manuals are gone! Games have to “teach their own players”
  7. 7. 1957
  8. 8. Bilbo Baggins as drawn by the author, J.R.R. Tolkien
  9. 9. Robert J. Lee 1968 J.R.R. Tolkien 1930…? Peter Jackson 2012 Alan Lee 1990…? Horus Engels 1957
  10. 10. How old is Bilbo, in these illustrations?
  11. 11. 20 30 40 50How do you look at the scene, thinking about different ages for Bilbo?
  12. 12. Understand Communicate
  13. 13. How many contradictory feelings and ideas are found in each perspective?
  14. 14. Picture from: "Urban subsystem" by Massimo.tadi - Own work. Licensed under CC BY-SA 4.0 via Wikimedia Commons - http://commons.wikimedia.org/wiki/File:Urban_subsystem.jpg#/media/File:Urban_subsystem.jpg …are complex …systems …multi-layered …dynamic Cities and Society…
  15. 15. …and public participation is challenging WorkDaily life Pollution Infrastructure Traffic Costs
  16. 16. “…nothing is permanent except change; and the primary purpose of differential equations is to serve as a tool for the study of change in the physical world… these applications include: (…) The Einstein formula e=mc*c Newton’s law of gravitation The wave equation for the vibrating spring (…) The predator-prey equations (…) I consider the mathematical treatment of these problems to be among the chief glories of Western civilization…”
  17. 17. Can you explain to the public… …dynamics? …feedback response? Even to engineers and economists, outside their fields?
  18. 18. Understand Communicate
  19. 19. Cause and effect …seem simple repeat 4 [ forward 10 right 90 ]
  20. 20. learn square :side repeat 4 [ forward :side right 90 ] end repeat 36 [ square 100 right 10 ]
  21. 21. Emergence: it´s hard to… …foresee …understand …accept.
  22. 22. Understand Communicate
  23. 23. Procedural generation of maps
  24. 24. What will this second pass do?
  25. 25. It seems more real!
  26. 26. Emergence: it´s hard to… …foresee …understand …accept.
  27. 27. Understand Communicate
  28. 28. Can games help understand/communicate this?
  29. 29. Understand Communicate
  30. 30. Darfur is Dying, 2006
  31. 31. Understand Communicate
  32. 32. Cruz G. et al. (2013) Designing User Learning Experience in Virtual Worlds: The Young Europeans for Democracy Serious Application.
  33. 33. Understand Communicate
  34. 34. From end-users and children to professionals… anyone can participate in game design. You don’t even need computers!
  35. 35. Technical Approaches and Challenges
  36. 36. And again let’s go to the distant past…
  37. 37. …of 2007 Could we do this every week? A full semester?
  38. 38. 250 km http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2010.01056.x/full
  39. 39. …but we did not anticipate the bureaucracy. Keep track of class attendance!
  40. 40. I’m Andabata Mandelbrot, your professor. …Did anyone just arrive? …Did anyone just leave?
  41. 41. Attendance chart http://www.risti.xyz/issues/risti5.pdf
  42. 42. Besieged by chores! Has the student progressed? What did each student deliver? How do I hand them objects? Where can I find each student’s work?
  43. 43. - How do we ensure that only the enrolled students participate? - How can a training manager check what trainers are doing, i.e., how can we manage training sessions? - Who sets up a virtual space? Can it be automated? http://hdl.handle.net/10400.2/5454
  44. 44. Don’t just create – integrate! For widespread use… …of games …virtual worlds …mixed reality…
  45. 45. Meanwhile… someone asked about teams.
  46. 46. Define once: replay anytime Use of a virtual world system in sports coach education for reproducing team handball movements https://journals.tdl.org/jvwr/index.php/jvwr/article/view/399/457
  47. 47. How do we avoid lock-in with a specific platform? Knowledge on tactics will outlast the technological platform!
  48. 48. Let knowledge survive!
  49. 49. A new type of data: By matching xAPI recipes… …choreographies can move across platforms http://repositorioaberto.uab.pt/handle/10400.2/3487 Model-driven generation of multi-user and multi-domain choreographies for staging in multiple virtual world platforms
  50. 50. Can we reach widespread adoption? Exploring educational immersive videogames: an empirical study with a 3D multimodal interaction prototype http://repositorioaberto.uab.pt/handle/10400.2/5815
  51. 51. 1 Access 3 Deployment 2 Production For widespread adoption, we need to break these challenges Technology Challenges of Virtual Worlds in Education and Training - Research Directions http://repositorio.utad.pt//handle/10348/2787
  52. 52. 1 Access 3 Deployment 2 Production For widespread adoption, we need to break these challenges Technology Challenges of Virtual Worlds in Education and Training - Research Directions http://repositorio.utad.pt//handle/10348/2787 Make it FEASIBLE for any educator or student to use serious games and virtual worlds anyday, anytime, often, and yearlong. Not just occasionally, as a gimmick or only in the hands of enthusiasts!
  53. 53. Teacher support Student support
  54. 54. Can we do it? …but we need to try harder! https://immersivelrn.org/ilrn2019/ Let’s discuss! Leonel.Morgado@uab.pt

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